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By Peter Maassen, Monika Nerland, Rómulo Pinheiro, Bjørn Stensaker, Agnete Vabø (auth.), Martina Vukasović, Peter Maassen, Monika Nerland, Bjørn Stensaker, Rómulo Pinheiro, Agnete Vabø (eds.)
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Additional resources for Effects of Higher Education Reforms: Change Dynamics
2005). How college affects students. A third decade of research. San Francisco: Jossey-Bass. , & Simpson, E. (2004). Effective student motivation commences with resolving “dissatisfiers”. Journal of further and higher education, 28(3), 247–259. , & Leathwood, C. (2003). Challenging Cultures? Student Conceptions of 'Belonging' and 'Isolation' at a Post-1992 University. Studies in Higher Education, 28(3), 261–277. , & Bath, D. (2006). The role of the learning community in the development of discipline knowledge and generic graduate outcomes.
26) As we explain in theoretical background part, social identification includes both the effect of sharing standards and values with the university peer group and the way the individual participates in the institution’s social activities. As has been seen, not all students increase their contact with university colleagues, and there are also cases of students that develop no identification with their university. In this sense, it can be concluded how it is possible to negotiate the identity and to construct different student identities.
S: No, no, well perhaps because I haven’t got involved, I mean there are things, some organisations, but I don’t. I: For students perhaps, are they? S: Yes, yes, but I haven’t approached them either. 33) I: Do you feel, do you form part, I mean, when you’re at university is it because you like studying or because you feel you play an active role, you feel that it’s a university with a certain name, don’t you? Because they do things well and, does that count for you? S: Well, it doesn’t count for me.